Managing a Silent
Revolution:
Educational Change in
Tamil Nadu
Dr Kannappan, Joint-Director SSA, Tamil Nadu
Aruna Ratnam, Education Specialist, Unicef, Tamil Nadu
Alison Barrett, Head State Partnerships, British Council India
English for Progress: Third Policy Dialogue From Policy to Practice
New Delhi, 18 – 20 November 2009
Overview
• What is Activity Based Learning (ABL)?
• Film – ‘The Silent Revolution’
• Implementation of ABL in Tamil Nadu
• The transition: From ABL to ALM and the
need for English
• Planning and implementing large scale
teacher education programmes
What is Activity Based Learning?
Implementation of ABL: Step by Step
• 2003-2004 13 model schools in Chennai
• 2004-2005: 250 Chennai Corporation Schools
• 2005 April: GOI recommendation of pilot across
the state – 10 per block – 4000 schools
• Teacher training: 2005-2006: model school
teachers – 1 week training – others –
fundamentals and principles of ABL, along with
preparation of worksheets to support textbooks
From 4,000 to 37,000 schools
• 2006-07: Teachers & HTs & BRTEs – 5
day ABL training across the state
• Strengthening of model schools in every
block
• Creation of master teachers, BRTEs &
Education Officers in each district
• Visits from Districts to Chennai
Corporation Schools
From 4,000 to 37,000 schools (2)
• On-site support visits by Chennai Corporation
team of teachers
• Involvement of District Collectors through
interactions by the State Project Director (SPD)
• Continuous visits and response sessions by
the State Resource persons including SPD, and
Director of Elementary Education
• EDU-SAT conferences and Cluster Resource
Centre (CRC) sessions for sharing of
experience, FAQs
• Dept of Elementary Education’s
recommendations on ABL
Panaikulam Panchayat Middle
School, Dharmapuri District
The transition: ABL and ALM
ABL Classroom Grade 5 Classroom
The need for English
Unicef brought together the British Council
and SSA, Tamil Nadu, to discuss ways
they could improve English teaching
methodology for class V teachers across
the state.
Expected outcomes
Teachers will be better able to:
• use English with confidence in classroom transactions
• conduct language classes in English in order to
maximise the learners’ exposure to the target
language
• use a variety of language learning activities which
meet the needs of all learners
• increase opportunities for oral interaction between
learners allowing then to practice their speaking skills
and thereby increase their competence and confidence
levels
• exploit the standard V text book to create opportunities
for learners to interact in English
900 Master Trainers: Selection Process
600 Block Resource Teacher Educators (BRTEs)
600 Block 60 DIET Teacher Trainers
240 Primary School Teachers
• We have 412 blocks. All block level BRTEs (English) have been
selected.
• We have 30 DIETs, Two lecturers from each DIET teaching
English for Pre-service students have been selected.
• 240 Class 5 Teachers selected by the British Council and SSA
700 teachers 467 teachers 400 diagnostic 240 teachers
applied shortlisted tests conducted selected
Results of Diagnostic Test
Each applicant was given a grade according to the
Common European Framework (CEF)
• 32 teachers scored C1
• 160 teachers scored B2
• 149 teachers scored B1
• 40 teachers scored A2
• 2 teachers scored A1
Course Delivery
Master Trainers were prepared in two phases (5 days each phase)
by British Council Training Consultants in 5 district venues during
June and September 2009.
All Master Trainers had 3 days cascade preparation workshop
planned and facilitated by SSA before each phase of cascade.
The training was imparted in two phases by Master Trainers to all
Class 5 teachers and Head Teachers working in Primary Schools
and Upper Primary Schools in July and October – November 2009.
To date, the course has reached 64,000 primary school teachers.
Partner Roles
SSA Unicef British Council
Experience Commitment Expertise in ELT
•Overall action plan. • Technical and financial • Needs analysis and
•Monitoring and field-level assistance design of training modules
support. • Monitoring both Master for Master Trainers and
•Residential training Trainers and cascade Teachers.
programme for Master training • Training Master Trainers.
Trainers • Professional knowledge •Monitoring cascade
•All logistical arrangements and expertise relating to training.
for cascade/planning context
• Providing follow-up
meetings • Ongoing advice and support and advice
• Funds for the follow-up support
Master Trainers and
Cascade Training Cascade
Training ensuring the same
standards in training
sessions at cascade levels
throughout
Methodology
• Combination of trainer training and teacher training
• Mirrors methodology to be used in the classroom with students
• Low tech
• Linked to Class 5 learning outcomes
Some learning points: Collaboration
• Recognition by all of knowledge and
expertise of each partner - at all levels
• Shared expectations – at all levels
• Flexibility – one size does not fit all
• Role and responsibilities agreed and
followed through - at all levels
Some learning points: Experience
• SSA have had successful experience of
managing and implementing ABL – carries over
to other projects
• Teachers have already had significant amount of
‘reculturing’ – open to change
• Selection criteria used for venues (access, close
to adjoining districts, transport links, facilities,
affordability, initiative of local administrators)
• Training staggered so only 50% of teachers
called out at any one time
Some learning points: Flexible and
consultative planning
• All involved in planning have local knowledge
• 3-day interim planning workshop for MTs at
block level allows for adaptation (x 30 districts)
• Distributed materials at planning workshops
• AEOs and CEOs gave feedback on materials
and model
• Feedback taken formally and informally by all
three partners and shared openly
‘Everyone knows the grass roots and what’s happening there.’
Mr Sundarama, Educational Consultant, SSA Tamil Nadu
Some learning points: Communication
• Closed User Group mobile network for 1,500
administrators
• Use of Edusat to communicate with and seek
feedback from Master Trainers and Teachers -
we ‘work as a family’
• All levels knew the objectives and had clear
information about the logistics and their role –
‘shared understanding’
• Each district submitted reports to SSA
• State and district level presence at all trainings
Some learning points: Maintaining
standards within the model
• No more than 40 per batch for initial training and
cascade
• Only one layer in cascade – less risk of
transmission loss
• Teacher and BRTE pairs where possible
• Residential training for Master Trainers
• Selection of Teachers
• Training during term time
Sustainability and follow-up
• Identification of 30 ‘expert’ master trainers
who facilitated planning workshops
• Classroom level monitoring and evaluation
• Films in each district and supporting
materials for BRCs and CRCs
• Additional courses by radio, Edusat, online
Thank you
For more information contact: clare.odonahue@in.britishcouncil.org